Early CW effectively and safely improves growth up to 2 years after transplantation, particularly in prepubertal children.
Purpose There is little evidence regarding how to best support the emotional well-being of children in foster care. This paper aims to present the evaluation of an adaptation of the reflective fostering programme, a group-based programme to support foster carers. This study aimed to explore whether a version of the programme, co-delivered by a social work professional and an experienced foster carer, was acceptable and relevant to foster carers and to gather data on programme effectiveness. Design/methodology/approach In total, 38 foster carers attended the programme and took part in this study. Data was collected regarding carer- and child-focused outcomes at pre-intervention, post-intervention and four-month follow-up. Focus interviews were also conducted to further assess acceptability and relevance for foster carers. Findings Analysis of quantitative outcome showed statistically significant improvements in all outcomes considered including foster carers stress and carer-defined problems, as well as carer-reported measures of child difficulties. Focus group interviews with foster carers suggested that the programme as co-delivered by a foster carer and a social worker was felt to be relevant and helpful to foster carers. Originality/value These results provide a unique contribution to limited understandings of what works for supporting foster carers and the children in their care. Promising evidence is provided for the acceptability and relevance of the revised version of this novel support programme and its effectiveness in terms of carer- and child-related outcome measures. This work paves the way for further necessary impact evaluation.
Although I have been a Computer Application Training Specialist at Saint Louis University for 11 years, one of the challenges that I faced was low class attendance. To overcome faculty and staff apathy and unawareness, I knew that I needed to grab the potential customers' attention. Once I captured their attention, I needed to hold their interest long enough to make them aware of the service I was offering. Therefore, it was my goal to learn how to market the classes so that I could fight the apathy and attract potential and past customers to our computer application classes.To achieve my goal, I gathered as much information on marketing a training program. The research material helped me to realize that to be strategically sound the ad or advertisement must be carefully directed to a certain audience. Furthermore, in the creation of an advertisement, the use of careful wording and eye-catching headlines is critical. I wanted to target the objective and tailor the message so that I could appeal to the concerns of the consumer. Engaging the emotions of the consumer assisted in making the advertisement memorable, and improved consumer attitudes toward the product. The next step entailed selecting the right method of communicating the advertisement to the audience. The decision was made to send the advertisement electronically and via inter-office mail.Once the advertisement was delivered to the audience, a relationship was developed between the consumer and myself. I had to decide how I would manage the relationship and keep the lines of communication open. A decision had to be made as to who would handle the questions and enquiries that might be generated after the advertisement? How often would an advertisement be sent to the consumer? We were able to accomplish this by understanding the makeup of our audience, and committing to this new role. The results showed that the classes that were advertised more than doubled in attendance.The purpose of this paper is to share my findings, to discuss the challenges, and my success in developing a marketing strategy to attract potential customers to our various computer application training classes.
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